Dr. Greg Moreland
moreland@rll.ufl.edu
240 Dauer Hall
(352) 392-2016 x240
This page has moved to http://www.clas.ufl.edu/users/moreland
1990-1996
Ph.D., Spanish American Literature (with Advanced Graduate Certificate
in Latin
American Studies), University of Florida.
1985-1987 M.A., Latin American Studies, University of Florida.
1980-1985
B.A., Magna Cum Laude, Spanish/Political Science (with Certification in
Latin American
Studies), Indiana State University.
1996 - present Assistant in Spanish, Department of Romance Languages, University of Florida. Teach courses in Business Spanish, Latin American culture, grammar, composition and conversation at the 2000- and 3000-levels.
1994-1996 Graduate Teaching Assistant, Department of Romance Languages, University of Florida. Taught three sections of SPN 3300, and a Spanish Language Enhancement Section (FOL 2905) which accompanied "Latin American Civilization." Taught five sections of SPN 2200.
1993-1994 Lecturer, Department of Foreign Languages, Indiana State University. Taught two double-component undergraduate/graduate courses: "Spanish American Culture" (SPN 4/515) and "Survey of Spanish American Literature" (SPN 4/510). Also taught one section of "Readings in Spanish American Culture" (SPN 211), four sections of "Intermediate Spanish" (SPN 201), and one section of "Beginning Spanish" (SPN 102).
1990-1993 Graduate Teaching Assistant, Department of Romance Languages, University of Florida. Taught first and second semester Spanish language courses.
1988-1990 Lecturer, Department of Foreign Languages, Indiana State University. Taught beginning and intermediate level Spanish language courses.
1987-1989 Instructor, Summer Honors Seminar, Department of Foreign Languages, Indiana State University. Taught afternoon sessions of intensive two-week seminar in Spanish (for talented high school students), with emphasis on Spanish and Spanish American culture, composition, and conversation. BACK TO TOP
2004 - present Faculty Advisor, Mexican-American Student Association (MASA)
2003 - present Director, UF in Guanajuato (Mexico) Study Abroad Program.
2002 (May-June) Instructor, International Studies Abroad (ISA) Summer Program in Guanajuato (intermediate level).
2002
(March)
Participant, CIBER Conference on "Global Interdependence and Language,
Culture and Business."
University of North Carolina-Chapel Hill.
2002 - present Liaison, CES (Center for European Studies). See Coordinator, FLAC at Florida below...
2001 - present Undergraduate Coordinator, Spanish Section, Department of Romance Languages.
2001 (July) Participant, Florida International University CIBER's Spanish Language Faculty Development Program. Two-week workshop for Spanish language educators at the Universidad Carlos III (Colmenarejo campus), Madrid, Spain.
2000-01 Coordinator, Intermediate Spanish sequence (SPN 2200, SPN 2201).
2001 (February) Participant, "Language and Culture for International Business: A Workshop for Foreign Language Educators." Fogelman Executive Center, University of Memphis.
1998 -
present
Liaison, CIBER (Center for International Business and Education
Research).
Department of Romance Language
and Literatures' representative as we collaborate in the CIBER program
at U.F. One of my many duties has been to create new Business
Spanish
courses. For example, SPN 2442, "Intermediate Spanish for
Business,"
was offered on campus for the first time during Summer 2001, and is now
a regular part of the "UF in Santander" (Spain) summer program.
SPN
3442, "Marketing and Advertising in the Spanish-Speaking World,"
debuted
in Summer 2003 at the "UF in Guanajuato" (Mexico) program. SPN
6166,
"Teaching Spanish for the Professions," is a graduate-level course,
which
might be offered in the 2004-05 academic year.
1996 -
present
Coordinator, FLAC at Florida (Foreign Languages Across the Curriculum).
FLAC at Florida integrates the
study of Latin American, European and International topics with the
practice
of a variety of languages. It creates one-credit enhancement
sections
in Spanish, Portuguese, French, Italian and German to accompany
selected
content courses (taught in English). I taught the Spanish pilot
section
which accompanied "Latin American Civilization" during Spring 1996, as
well as FLAC enhancement sections for "Religion in Latin America" (SPN
3224, Spring 1997), "Latin American Music" (SPN 3224, Spring 1999,
Spring
2000, Spring 2003, Spring 2004) and "U.S.-Latin American Cultural
Relations"
(SPN 3224, Spring 2002).
1995
Member, Search Committee, Bacardi Family Eminent Scholar Chair in Latin
American Studies.
Made recommendations for the
1995-96
and 1996-97 academic years.
1994 - 2001 Coordinator, "Mesa de español." The "Mesa" is a weekly event (held during the Fall and Spring semesters) at which students (primarily undergraduates) gather to practice their Spanish in a relaxed, informal environment. The number of participants generally ranges from five to fifteen. BACK TO TOP
"FLAC at the University of Florida, 1996-2005." Invited guest speaker at Symposium on "Languages Across the Curriculum: Rationale, Strategies and Outcomes of a Multidisciplinary Program." Auburn University (April 2005).
"The Business and Culture of Sports in the Spanish-Speaking World (SPN 3224): New Spanish-Language Course at the University of Florida." CIBER Annual Conference on Business, Language and Culture: Putting the Pieces Together. Park City, Utah (April 2005).
"Spanish for Business at the University of Florida, 1998-2004: Six Years, Eight New Courses (and, How Is This Possible?)." American Association of Teachers of Spanish and Portuguese (AATSP). Acapulco, Mexico (August 2004).
"A Tribute to Selena: Her Music and Impact." Chicano Week, Organized by the Mexican American Student Association (March 2004).
"Foreign Languages Across the Curriculum." Invited guest speaker at (F)LAC workshop held at the University of Central Florida. Orlando, Florida (November 2003).
"How to Initiate, Implement
and
Institutionalize a (Foreign) Languages Across the Curriculum
Program:
The Case of the University of Florida, 1996-2003." CIBER Annual
Conference
on International Business, Language and Technology: New
Synergies,
New Times.
Miami, Florida (April 2003).
"Jennifer Lopez, Paulina Rubio and Thalía: Their Music... And Are They Latina Role Models?" 9th Annual Hispanic-Latino Collegiate Forum. University of Florida (March 2003).
"Practices, Achievements and Special Concerns of (Foreign) Languages Across the Curriculum Programs at State-Supported Institutions: The Cases of the University of Florida and UNC-Chapel Hill." Invited guest speaker at the UNC-LAC Workshop entitled "LAC at State Universities: Theory and Practice." Chapel Hill, North Carolina (February 2003).
"'Intensive Beginning Spanish for Business': New Course, New Spirit of Cooperation Between Languages, Area Studies and Business at the University of Florida." American Association of Teachers of Spanish and Portuguese (AATSP). San Juan, Puerto Rico (August 2000).
"'Latin American Business Environment': The Convergence of CIBER, CLAS, FLAC and RLL at the University of Florida." Thunderbird-EMU Conference on Language, Communication and Global Management. Scottsdale, Arizona (April 2000). [Co-presenter: Marcela Hurtado.]
"Integration of the Spanish Language Component of CIBER: Incorporating the Experiences of a Successful FLAC Program." EMU Conference on Language & Communication for World Business and the Professions. San Diego, California (March 1999).
"Literature in a
Mass-Circulation
Argentine Newsmagazine: The Case of Primera Plana's
'Textos,'
1967-1969."
American Association of Teachers
of Spanish and Portuguese (AATSP). Orlando, Florida (August 1996).
"Contemporary Music and Music Videos in the Intermediate Spanish Classroom." Southern Conference on Language Teaching (SCOLT). Mobile, Alabama (March 1996).
"Primera Plana and the Argentine Publishing Industry in the 1960s: Partners in the Promotion of Literature." Modern Language Association (MLA). Chicago, Illinois (December 1995).
"The Publishing Industry: Its Importance in the Field of Literary Criticism." Graduate Student Symposium on Literature, Language and Culture. University of South Carolina (March 1995). BACK TO TOP
Course
Syllabi
*Please click on the course
number/title:
SPN
2240
Intensive Aural and Reading Comprehension
SPN
2440
Intermediate Spanish for Business
SPN
3300
Spanish Grammar and Composition 1
SPN
3301
Spanish Grammar and Composition 2
SPN
3224
U.S. - Latin American Cultural Relations
SPN
3224
Latin American Music
SPN
3224
The Business and Culture of Sports in the Spanish-Speaking World
SPN
3440
Commercial Spanish
SPN
3442
Marketing and Advertising in the Spanish-Speaking World
SPN
3520
Culture and Civilization of Spanish America
SPN
4420
Advanced Composition and Syntax
SPN
3930
Pop Culture in the Spanish-Speaking World: Magazines, Movies,
Music
and More
SPN
6166
Teaching Spanish for the Professions
SPN
2240
"INTENSIVE AURAL AND READING COMPREHENSION"
The
syllabus for SPN 2240 is departmental and is distributed in class. BACK
TO TOP
SPN
2440
"INTERMEDIATE SPANISH FOR BUSINESS"
[NOTE: First offered on
campus
Summer A, 2001. Subsequently modified (number changed to 2442)
and
taught annually by grad students at the UF in Santander (Spain) Summer
Study Abroad Program..]
SPN 2440 is an intensive, intermediate-level course for the student interested in learning Spanish in the context of the business world. The course is designed primarily for non-Spanish majors or minors (and/or those planning to take SPN 3440, "Commercial Spanish," in the future). The purpose of SPN 2440 is two-fold: on the one hand, we aim to further develop practical language skills; on the other, we will introduce students to the vocabulary and business practices of the Hispanic world. The goal is to help students successfully negotiate in an increasingly global marketplace.
MATERIALS. The student is required to purchase two books: (1) Saldo a favor: Intermediate Spanish for the World of Business (Galloway, Labarca & Rodriguez; JohnWiley & Sons, 1998), and (2) the accompanying workbook, Saldo a favor: Manual de actividades e investigaciones. It is also strongly suggested that the student purchase a good, hard-cover Spanish-English/English-Spanish dictionary (e.g., Collins, etc.).
GRADING CRITERIA. The final grade will be determined as follows: 50% = Exams (five exams, one at the end of the text's five units); 25% = Homework, Participation, and Attendance (since this is an intensive course, a premium will be placed on regular attendance, consistent preparation of assignments, and active in-class participation); 25% = Final Project (the textbook and workbook include a wide variety of individual and group projects; the student's final project will be related in some fashion to one of the projects undertaken during the course).
CALENDER.
Week 1 (5/14 - 18): Unit 1: "Personas, personajes y
personalidades."
Week 2 (5/21 - 25): Unit 2: "La sociedad hispana y la
empresa."
Week 3 (5/28 - 6/1): Unit 3: "La economía y las
finanzas."
Week 4 (6/4 - 6/8): Unit 4: "El mercado."
Week 5 (6/11-6/15): Unit 5: "Importaciones y
exportaciones:
el comercio mundial."
Week 6 (6-18-6/22): Actividades. Presentar/Entregar
Proyecto
Final. BACK
TO TOP
SPN
3300
"ADVANCED GRAMMAR AND COMPOSITION 1"
The
syllabus for SPN 3300 is departmental and is distributed in class.
SPN
3301
"ADVANCED GRAMMAR AND COMPOSITION 2"
The
syllabus for SPN 3301 is departmental and is distributed in class. BACK
TO TOP
SPN 3224 "LATIN AMERICAN MUSIC"
This course, conducted entirely in Spanish, will include analysis of music texts (lyrics) as well as readings and discussions about the cultural context(s) in which the music is produced. SPN 3224 focuses primarily on pop(ular) music in Spanish, featuring musicians from Latin America and the United States. We will listen to songs and view music videos as frequently as possible.
Reading Materials: Short readings and song lyrics are compiled in a packet, available from the professor. Additional readings may be distributed on a week-to-week basis.
Class Preparation/Participation: Before each class session the student is expected to read carefully the assigned material and do all accompanying activities. Since participation will be an important element of the course, s/he should come to class prepared to discuss, in Spanish, the assigned texts (=30% of the final grade).
Weekly Written Assignments: To facilitate class participation and monitor student performance/progress, the student will be required to turn in weekly assignments in which s/he comments, in Spanish, on the assigned text(s). Questions will be distributed by the instructor via e-mail (40%).
Oral Presentation: The student will deliver a three-minute "opinion" on an issue related to the world of music. This in-class presentation will begin with the declaration "Yo creo que..." and will include justification of his/her belief(s). The student will then answer questions from the audience. The topic requires instructor approval (10%).
Final Project: There will be no exams or quizzes during the course. Instead, the student will write a 3-page paper, in Spanish, dealing with some aspect of music in the Spanish-speaking world. The topic is subject to instructor approval. Plagiarism is strictly prohibited and will result in an automatic "0." If you have any question regarding what constitutes plagiarism, please consult with the instructor. The paper is due on the Tuesday of Finals Week (20%).
Attendance: Since the class meets just once per week, attendance is of FUNDAMENTAL importance. Therefore, the student is expected to ARRIVE ON TIME and be present every week. (If you foresee missing more than one class session, please see the instructor immediately.) Regular attendance helps create a sense of community in the classroom, contributes to lively dialogue, and facilitates both the collection of journals and the distribution of texts to be analyzed during subsequent class meetings.
01-04
Introduction.
01-11 "Oye
Como Va" and a Pair of Pioneers: Tito Puente and Carlos Santana.
01-18
Colombia
(I): Shakira, Aterciopelados.
01-25
Colombia
(II): Carlos Vives, Cabas.
02-01
Colombia
(III): Juanes.
02-08
México
(I): Maná.
02-15
México
(II): Paulina Rubio and Thalía.
02-22 Poetry
and Politics: Ricardo Arjona.
03-01 Spring
Break.
03-08
Argentina
(I): Soda Stereo, Enanitos Verdes, La Mosca.
03-15
Argentina
(II): Los Fabulosos Cadillacs, Los Pericos and Los Calzones.
03-22 Tejano
and "Country" in Spanish: Bobby Pulido, Grupo Límite,
Caballo
Dorado and Rick Treviño.
03-29 Along
the Border ... Pop Variations on Tejano, Norteña and
Cumbia:
Selena, Kumbia Kings.
04-05
¡Huepa!
La Isla de Encanto is Much More than Just Ricky Martin: Fiel a la
Vega, Puya, Robi (Draco) Rosa.
04-12 The
"Miami
Sound" (Machine): Gloria Estefan, Patricia Manterola,
Noelia.
The "Other" Miami Sound:
Jorge Moreno, Volumen Cero, Locos Por Juana, Bacilos.
04-19 Satire
of Music in Spanish: Azul Azul.
04-26 Final
Project Due, 240 Dauer 240. BACK
TO TOP
SPN
3224 "U.S. - LATIN AMERICAN CULTURAL RELATIONS"
[NOTE: Last taught in
Spring
2002. Next offering could be in Spring 2006.]
This course, conducted entirely in Spanish, covers the relationship between Latin America and the United States from the late-18th century to the present. It focuses on how these two groups of "Americans" have viewed each other, with an emphasis--since the course is in Spanish--on the thoughts of Latin American observers. Among other topics to be explored: the Spanish colonial legacy, contrasting patterns of political and economic development, imperialism, stereotypes, racial identity, the special status of Puerto Rico, and the "Latinization" of the United States.
Reading materials: A course packet, available at Custom Copies (309 NW 13th St.). Students will read an average of 15 pages per week.
Preparation and Participation: Before each class session the student is expected to read carefully the assigned material and do all accompanying activities. Since participation is an important element of the course, you should come to class prepared to discuss, in Spanish, the assigned texts. [= 30% of final grade]
Written assignments (=Journal): To facilitate class participacion and monitor performance/progress, the student will be required to turn in, at the beginning of each class session, a "journal entry" in which s/he comments, in Spanish, on the text(s) assigned for that day. [= 40%]
Final Project: There will be no exams or quizzes during the course. The student will, however, be required to turn in, during finals week, a 3-5 page paper in Spanish, dealing with some theme/issue covered during the semester. The topic is subject to instructor approval. [30%]
Attendance: Since the class meets just once per week, attendance is of fundamental importance. The student is, therefore, expected to be present each week. (If you foresee missing more than one class session, please see the instructor immediately.) Regular attendance helps create a sense of community in the classroom, contributes to lively dialogue, and facilitates the collection of journal assignments.
Calendario:
SEMANA 1 (8 enero) "Introducción a SPN 3224."
SEMANA 2 (15
enero)
"España es el problema."
*José Victoriano
Lastarria,
"Denuncia de España."
SEMANA 3 (22
enero)
"Siglo XIX: Comparaciones entre EE. UU. y América Latina
(I)."
*Juan Montalvo,
"Wáshington
y Bolívar"; Simón Bolívar...; Servando Teresa de
Mier...;
Alfonso Cortés, "Wáshington"; "La Doctrina Monroe."
SEMANA 4 (29
enero)
"Siglo XIX: Comparaciones entre EE. UU. y América Latina
(II)."
*Francisco Bilboa...; Domingo
Faustino
Sarmiento...; Juan Bautista Alberdi...; Justo Arosemena.
SEMANA 5 (5
febrero)
"El 'arielismo' y la ambivalencia."
*José Enrique Rodó,
Ariel;
Pedro Henríquez Ureña...; Rubén Darío, "A
Roosevelt"
y "Salutación al águila"; Juan Ramón Molina,
"Aguilas
y condores."
SEMANA 6 (12
febrero)
"La imagen se vuelve más crítica."
*José
Martí...;
Juan B. Justo...; Alfredo L. Palacios...; Manuel Ugarte...;
Azarias H. Pallais, "A la bandera americana"; Augusto César
Sandino;
Luis Enrique Mejía Godoy y Grupo Mancotal, Un para mi pueblo."
SEMANA 7 (19
febrero)
"Estados Unidos es el 'enemigo' de la Revolución (I)."
*Fidel Castro...; Pablo Neruda,
"Los abogados del dólar" y "La Standard Oil"; Ariel Dorfman, How
to Read Donald Duck; Plinio Apuleyo Mendoza, Carlos Alberto
Montaner
y Alvaro Vargas Llosa, "Para leer el Pato Donald (1972)."
SEMANA 8 (26
febrero)
"Estados Unidos es el 'enemigo' de la Revolución (II)."
*Gorki Tapia Delgado, "Los
'Picapiedra',
aliados del imperialismo"; Eduardo Galeano, "Introducción:
Ciento veinte millones de niños en el centro de la tormenta";
Mendoza,
Montaner y Vargas Llosa, "Las venas abiertas de América Latina
(1971)."
SEMANA 9 (12
marzo)
"¿Estados Unidos es el 'enemigo'? (I)"
*Mendoza, Montaner y Vargas
Llosa,
"La biblia del idiota"; Mendoza, Montaner y Vargas Llosa, "Yanqui, go
home."
SEMANA 10 (19
marzo)
"¿Estados Unidos es el 'enemigo'? (II)" y "La imagen de
América
Latina en los Estados Unidos."
*Carlos Rangel,
"Latinoamérica
y los Estados Unidos"; John J. Johnson, Latin America in Caricature;
"Carta de Punta del Este."
SEMANA 11 (26
marzo)
"La identidad racial: El 'problema' del mestizaje."
*José Vasconcelos,
"Indología";
Samuel Ramos, "El sentido de inferioridad del mexicano."
SEMANA 12 (2
abril)
"El caso puertorriqueño"
*Luis Rafael Sánchez, "El
cuarteto nuevayorkés"; Artículos y comentarios sobre
Vieques.
SEMANA 13 (9
abril)
"Lo latino en los Estados Unidos (I)."
*Carlos Harrison, "Impacto
Latino:
más allá de los estereotipos y el folclor, los hispanos
están
cambiando a Estados Unidos"; Robert Fernández, "Milagro en la
Ocho
y la Doce"; "Población latina de EE. UU. según su origen."
SEMANA 14 (16
abril)
"Lo latino en los Estados Unidos (II)."
*Carlos Fuentes...; Ellen
Spielmann,
"Spanglish"; Román de la Campa, "Las Américas:
más
allá del norte y del sur"; Lionel Sosa, The Americano
Dream:
How Latinos Can Achieve Success in Business and Life; Gloria
Estefan,
"Hablemos el mismo idioma."
SEMANA 15 (23
abril)
"España (¡todavía!) es el problema" y "Si el Norte
fuera el Sur."
*Horacio Vázquez-Rial,
"Españoles
go home"; Luis Yáñez-Barnuevo, "España en
América
Latina"; Ricardo Arjona, "Si el Norte
fuera el Sur." BACK
TO TOP
The purpose of SPN 3440 is to introduce students to the vocabulary and business practices of the Hispanic world, further develop practical language skills, and contribute to greater cross-cultural awareness. The goal is to help students successfully negotiate in an increasingly global marketplace. To that end, SPN 3440 emphasizes effective oral and written communication. The course also promotes critical thinking and teamwork via a variety of individual and group projects.
Materials:
Required
textbook:
Exito
comercial: Prácticas administrativas y contextos culturales.
Third edition. Doyle, et al. Holt, Rinehart
and Winston, Inc.
Grading criteria:
30% = 3
Vocabulary
Quizzes. There are NO make-ups.
30% = 2 Exams.
There
are NO make-ups.
30% = 3 Group
Projects. Size of groups will range from 2-6 students.
Projects
will deal with (1) a company doing business in the Spanish-speaking
world,
(2) production of a television commercial, and (3) a job
interview.
Further details will be provided in class.
10% =
Participation.
The student is expected to treat SPN 3440 as if it were a part of the
"real
world." In other words, attendance is of fundamental
importance.
The wide variety of in-class activities, coupled with frequent quizzes
and exams, ensure that each absence will negatively impact the course
grade.
Also, just as in the "real world," punctuality is important.
In a nutshell, the student should come to every class session
prepared
to engage in dialogue about the material with his/her colleagues.
Furthermore, although the syllabus is written in English (for
bureaucratic
reasons), the language of communication in SPN 3440 is most definitely
SPANISH.
Programa:
08/25
Presentación del curso.
08/27
CAP. 1: págs. 3-8.
08/29
CAP. 1: 13-14; 25-28. (Asignar Informes).
09/01
No hay clase (Labor Day).
09/03
CAP. 2: 45-49. (Asignar Lista de Vocab. #1).
(Explicar
www.lamc.utexas.edu/~orkelm/kelm.htm). (Asignar
Kelm).
09/05
CAP. 3: 59-67. Informe #1.
09/08
CAP. 3: 74-77. KELM.
09/10
CAP. 4: 115-18. CAP. 5: 144-46. Informe #2.
09/12
CAP. 5: 137-40.
09/15
CAP. 6: 149-58.
09/17
Actividades. (Study Abroad Fair).
09/19
CAP. 6: 168-72. Informe #3. (Asignar Kelm).
09/22
CAP. 9: 245-54. Informe #4.
09/24
CAP. 9: 264-67. KELM.
09/26
Prueba de Vocab. #1. Actividades. (Asignar Kelm).
09/29
CAP. 10: 275-85. KELM. (Asignar Lista de Vocab. #2).
10/01
CAP. 10: 291-96. Informe #5.
10/03
CAP. 8: 230-35. (Asignar Comerciales). (Asignar Kelm).
10/06
CAP. 7: 203-07. Informe #6.
10/08
KELM. Repaso.
10/10
Examen #1.
10/13
CAP. 11: 307-17. (Asignar Kelm).
10/15
CAP. 11: 326-29. Informe #7.
10/17
KELM. Trabajar en los comerciales.
10/20
CAP. 12: 337-50.
10/22
CAP. 12: 356-61. Informe #8.
10/24
Comerciales. (Asignar Kelm).
10/27
CAP. 13: 371-84. Informe #9.
10/29
CAP. 13. 395-98. KELM.
10/31
Prueba de Vocab. #2. Actividades.
11/03
CAP. 14: 407-20. (Asignar Lista de Vocab. #3).
(Asignar
Kelm).
11/05
CAP. 14: 431-35. Informe #10.
11/07
No hay clase (Homecoming).
11/10
KELM. (Asignar Kelm).
11/12
Informe #11. Informe #12.
11/14
KELM. Actividades.
11/17
Apéndice 1: 445-49.
11/19
Apéndice 3: 452-55.
11/21
Examen #2.
11/24
Apéndice 4: 456-59. (Asignar Kelm). (Asignar
Entrevistas).
11/26
Trabajar en las entrevistas.
11/28
No hay clase (Thanksgiving).
12/01
KELM. Video.
12/03
Prueba de Vocab. #3. Actividades.
12/05
Repaso. Trabajar en las entrevistas.
12/08
Entrevistas.
12/10
Entrevistas.
12/12
No hay clase (Reading Day).
SPN
3442 "MARKETING AND ADVERTISING IN THE
SPANISH-SPEAKING
WORLD"
[NOTE: This course has been
offered at the UF in Guanajuato (Mexico) Summer Study Abroad Program,
2003
and 2004.]
Course description:
Taught entirely in Spanish, SPN 3442 explores the related
fields
of marketing and advertising as they pertain to the Spanish-speaking
world.
The focus is on marketing campaigns and advertising strategies, both in
print and on television/radio. Advertisements are studied as
"texts."
Emphasis is placed on the cultural element(s) and context(s) of the
marketing/advertising
campaigns. A representative sampling of Spanish-speaking
countries
is covered, with special attention paid to the cases of Mexico,
Spain and the United
States.
Given the subject matter and nature of this course, a significant
amount
of group work is required.
Reading materials:
The required textbook is Comercio y marketing: Lecturas y
vocabulario
español, Protase E. Woodford and
Conrad J. Schmitt, McGraw-Hill,
1997. Additional readings/ads, selected from major
Spanish-language
magazines and newspapers, will be distributed in class.
Grading criteria:
*Preparation and Participation
(20%): Before each class session the student is expected to read
carefully the assigned material and do all accompanying
activities.
Since (a) print, television and radio ads will be analyzed on a daily
basis,
and (b) group work will be a regular occurrence, consistent attendance
is of the utmost importance.
*Quizzes (50%): To monitor
student progress, knowledge of specialized vocabulary and business
concepts,
and cultural competency, there will be five quizzes (one per week, each
counting for 10% of the course grade).
*Commercial (10%): Students
working in groups (size depends on class enrollment) will produce an original
commercial. Each group will "invent" the product/service, create
the commercial, select the country (or countries) in which it will
"air",
and then perform it live in class. The "potential consumers"
(classmates)
will assist in judging the commercial's overall effectiveness.
*Advertising campaign
(20%):
Students working in groups will create an advertising campaign to
accompany
the launching of a new product/service into the market. They will
create a written ad (with art and text), identify their target
audience(s),
formulate the publicity strategy, and then make a formal in-class
presentation.
This will occur during the last week of the semester. An
important
element of the campaign is the creation of a short questionnaire aimed
at gauging the overall coherence and effectiveness of the
campaign.
Fellow students will fill out this questionnaire.
Calendario:
Semana I (lunes - viernes; 30
junio
- 4 julio):
-"Marketing en la
economía"
(Cap. 14) y "Variables controlables e incontrolables en el marketing"
(Cap.
15).
-Análisis de
anuncios/comerciales.
-Prueba #1
(=viernes).
[sábado y domingo: Excursiones en Guanajuato.]
Semana II (lunes - viernes; 7
julio
- 11 julio):
-"El mercado" (Cap. 16) e
"Investigación
comercial" (Cap. 17).
-Análisis de
anuncios/comerciales.
-Prueba #2
(=viernes).
[sábado y domingo: Excursión a Querétaro.]
Semana III (lunes - jueves; 14
julio
- 17 julio):
-"El consumidor" (Cap. 18) y "El
producto" (Cap. 19).
-Análisis de
anuncios/comerciales.
-Prueba #3
(=jueves).
[viernes - domingo: Excursión a Michoacán.]
Semana IV (lunes - "jueves";
21
de julio - "24" de julio):
-"Canales de distribución"
(Cap. 20) y "Precio" (Cap. 21).
-Análisis de
anuncios/comerciales.
-ASIGNAR GRUPOS para (a) los
comerciales
y (b) las campañas publicitarias.
-Prueba #4
(=miércoles).
[jueves - domingo: Excursión a Puerto Vallarta.]
Semana V (lunes -
viernes:
28 julio - 1 agosto):
-"Promoción" (Cap. 22) y
"Marketing Internacional" (Cap. 23).
-Análisis de
anuncios/comerciales.
-Presentación de los
COMERCIALES.
-Prueba #5
(=viernes).
[sábado y domingo: No hay excursión.]
Semana VI (lunes - viernes; 4
agosto
- 8 agosto):
-Análisis de
anuncios/comerciales.
-Preparación de las
campañas
publicitarias.
-Presentación de las
CAMPANAS
PUBLICITARIAS
-Resumen del curso
(=viernes)
[sábado: Volver a Estados Unidos.] BACK
TO TOP
SPN 3224 "BUSINESS AND CULTURE OF SPORTS IN THE SPANISH-SPEAKING WORLD"
Course Description:
Sports have
always occupied a prominent place in the landscape of pop
culture.
With the advent of networks dedicated exclusively to sports coverage
(e.g.
ESPN), this tendency has become even more pronounced. Athletes
are
more recognized than politicians; issues related to athletics permeate
our daily conversations. Sport as an economic enterprise is a
multi-billion
dollar "industry." Sophisticated sports marketing generates
astronomical
profits. This is certainly true in the case of the United
States.
It is an equally important phenomenon in other parts of the world,
including
those nations where Spanish is spoken.
This section
of SPN 3224 proposes to examine a multitude of topics as they pertain
to
the Spanish-speaking world: Marketing and Advertising; the
Olympic
Games; Baseball, Basketball, Boxing and Bullfighting; Golf; Tennis;
Sports
Reporters. Naturally, no discussion would be complete without an
extensive analysis of the "king" of sports in numerous Spanish-speaking
countries: el fútbol (soccer).
Of course, in
a class that meets only once per week, we can barely scratch the
surface
of many of these topics. However, the student who successfully
completes
SPN 3224 will have a better understanding of sports in general, and
will
possess the background knowledge required to converse, in Spanish,
about
a wide variety of sports-related issues.
Reading Materials:
Short readings
will take the form of a course packet. (Additional materials may
be distributed or assigned on a week-to-week basis.)
Class Preparation /
Participation:
Before each
class session the student is expected to read carefully the assigned
material
and do all accompanying activities. Since participation is an
important
element of the course, s/he should come to class prepared to discuss,
in
Spanish, the assigned texts. [15x2=30% of the final grade]
Weekly Written Assignments:
To facilitate
class participation and monitor student performance/progress, the
student
will be required to turn in answers to the questions assigned for that
week's class. The instructor will send questions to the students
via e-mail. [15x2=30%]
Oral Presentation:
During the
second
half of the course, the student will give a five-minute presentation on
a sports-related issue. The topic requires instructor
approval.
Please note that the presentation is to last five minutes. 10
points will be subtracted for each minute over the stipulated time
limit. [1x20=20%]
Final Project:
There will be
no exams or quizzes during the course. Instead, the student will
write a three-page essay, in Spanish, dealing with some aspect
of
sport in the Spanish-speaking world. The topic is subject to
instructor
approval. Plagiarism is strictly prohibited, and will result
in
an automatic "0". If you have any question regarding what
constitutes
plagiarism, please consult with the instructor. [1x20=20%]
Attendance:
Since the
class
meets just one per week, attendance and punctuality are of
fundamental
importance. Therefore, the student is expected to be present, and
on time, each week. (If you anticipate missing more than one
class session, please see the instructor immediately.) Regular
attendance
helps create a sense of community in the classroom, contributes to
lively
dialogue, and facilitates the collection of journals and distribution
of
any texts to be analyzed in subsequent class meetings.
Schedule:
Week
1
Introduction to the Course: Marketing, Advertising and Sports.
Week
2
Marketing, Advertising and Sports; The World Cup.
Week
3
Soccer: History, Rules and Terminology.
Week
4
Soccer: Mexico.
Week
5
Soccer: Mexico.
Week
6
Soccer: Mexico.
Week
7
Soccer: Argentina (and South America).
Week
8
Soccer: Spain (and Europe).
Week
9
Bullfighting.
Week
10
The Olympic Games.
Week
11
Basketball.
Week
12
Basketball.
Week
13
Boxing.
Week
14
Baseball.
Week
15
Other Sports & Issues: Golf, Tennis, Female Sports Reporters,
etc.
Week
16
Final Project Due.
SPN
3930 "POP CULTURE IN THE SPANISH SPEAKING
WORLD:
MAGAZINES, MOVIES, MUSIC AND MORE"
[NOTE: Syllabus
forthcoming.
"Pop Culture..." will be taught on the UF in Guanajuato (Mexico)
program,
Summer A 2005.]
SPN 3520 "CULTURE AND CIVILIZATION OF SPANISH AMERICA"
PREREQUISITOS: SPN 3300 ó SPN 3350 (o el equivalente).
Descripción: Lecturas organizadas en ocho grandes temas: introducción histórica; clases sociales; etnicidad; urbanización; familia; educación; religión; cultura. Hay una serie de lecturas para cada tema, tomadas del campo de la sociología, la antropología, las ciencias políticas, la literatura y el periodismo. Promedio de lectura: unas 15 páginas por semana.
Objetivos: (1)
Familiarizarse
con la cultura latinoamericana, enfocada en su tensión entre la
tradición y el cambio. (2) Ofrecer una comprensión
multidisciplinaria de los temas estudiados: hábitos,
instituciones,
productos sociales e intelectuales, valores y creencias
culturales.
(3) Mejorar el uso de la lengua española por medio de la lectura
de textos complejos, su discusión en clase, y su
aplicación
en los exámenes escritos.
Evaluación:
60% = Tres exámenes. Ver las fechas de cada examen en el
"Calendario."
No habrá exámenes de recuperación (no make-up
exams),
excepto en el caso de una ausencia médica certificada.
20% = Un trabajo de 3 páginas mecanografiadas a doble
espacio.
Tema = Elegir libremente uno de los que se hallan en los ejercicios
"Comparaciones,"
"Temas escritos," "Para investigar más," o "¿Está
usted de acuerdo?", u otro tema relacionado, siempre y cuando el
instructor
dé su aprobación. Hay que utilizar estilo MLA.
Fecha
de entrega: MARTES, 12 DE ABRIL.
20% = Asistencia y participación ACTIVA en clase.
Sólo
TRES horas de ausencia estarán permitidas, a menos que se trate
de causa médica justificada con certificado (una clase de
día
martes
equivale a dos horas de ausencia). Después de las
tres
horas permitidas, se descontará un punto de la nota final por
cada
hora de ausencia, hasta completar los 10 puntos asignados. La
asistencia
a las películas es obligatoria. Las lecturas y los
ejercicios
sobre las lecturas deben ser preparados antes de venir a clase
para
poder participar en las discusiones y comentarios. Una
participación
activa en clase puede hacer recuperar parte de los puntos perdidos por
ausencias injustificadas.
Libro de texto: Denis Lynn Daly Heyck & María Victoria González Pagani, Tradición y cambio, TERCERA edición, McGraw-Hill.
Calendario:
ENERO
04 /
06
Introducción a SPN 3520. / Cap. 1: Introducción.
11 /
13
Cap. 1. / Cap. 2: Las clases sociales.
18 /
20
Cap. 2. / Cap. 3: La etnicidad.
25 /
27
Cap. 3. / Cap. 3.
FEBRERO
01 /
03
Película #1. / EXAMEN #1 = capítulos 1, 2 y 3 +
película
#1.
08 /
10
Cap. 4: La urbanización. / Cap. 4.
15 /
17
Cap. 5: La familia. / Cap. 5.
22 /
24
Película #2. / EXAMEN #2 = capítulos 4, 5 +
película
#2.
MARZO
01 /
03
No hay clase: Spring Break.
08 /
10
Cap. 6: La educación. / Cap. 6.
15 /
17
Película #3. / Cap. 7: La religión.
22 /
24
Cap. 7. / Cap. 8: La crítica cultural.
29 /
31
Película #4.
ABRIL
05 /
07
Cap. 8. / Trabajo Escrito.
12 /
14
Entregar el Trabajo Escrito. Presentación &
discusión
de los trabajos.
19
EXAMEN #3 = capítulos 6, 7 y 8 + películas #3 y #4. BACK
TO TOP
SPN 4420 "ADVANCED COMPOSITION AND SYNTAX"
REQUISITO: SPN 3301 (con nota de "B"), o un curso equivalente aprobado por el Undergraduate Advisor.
TEXTOS: 1. A
New
Reference Grammar of Modern Spanish, FOURTH edition. John
Butt
and Carmen Benjamin.
(Disponible en Gator Textbooks,
Creekside Plaza.) 2. Un buen diccionario
inglés-español
/ español-inglés.
PROPOSITO: El propósito del curso es ayudar a los estudiantes a perfeccionar su español escrito, por lo cual pasaremos la mayor parte del tiempo estudiando gramática y escribiendo. La mayor deficiencia lingüística en el español de los estudiantes a este nivel es la tendencia a emplear estructuras gramaticales y léxicos provenientes del inglés. Para contrarrestar esta tendencia dedicaremos mucho tiempo a ejercicios de diversa índole: paráfrasis, simplificación y elaboración de textos, identificación de áreas de interferencia, e imitación de textos representativos de estilos varios. El perfeccionamiento de una lengua es una tarea que require innumerables horas de preparación y práctica, algunas de las cuales pasaremos en este curso.
EVALUACION:
Composiciones
(6), 60; Pruebas (5), 30%; Participación, 10%.
-Habrá 6 composiciones,
de 250 a 300 palabras (dos en clase y cuatro en casa). La primera
versión será calificada y devuelta a los
estudiantes.
A base de las correcciones sugeridas (ver el "Código"), los
estudiantes
entregarán una segunda versión mejorada. Esta
versión
también se someterá a una calificación. La
primera
versión constituye un 70% de la nota; la segunda vale 30%.
Cada composición vale 10 puntos (ó 10% de la nota
final).
No se aceptan trabajos entregados después de la hora designada,
excepto en casos extraordinarios.
-Habrá 5 pruebas sobre la
gramática estudiada en A New Reference Grammar....
Cada prueba vale un 6% de la nota final en el curso.
-La participación es
absolutamente
fundamental en SPN 4420. Estudiaremos la gramática de una
manera que require la asistencia y participación activa de cada
estudiante.
HORARIO:
08/25
Introducción al curso.
08/27
"Preface..." (vii-ix). "Conventions..." (xi-xii).
39. "Spelling, accent rules, punctuation and word divisions".
08/29
4. "Adjectives".
09/01
No hay clase (Labor Day).
09/03
5. "Comparison of adjectives and adverbs". Detalles,
Composición
[C] #1A.
09/05
C #1A (en clase).
09/08
6. "Demonstrative adjectives and pronouns".
09/10
7. "Neuter article and neuter pronouns".
09/12
8. "Possessive adjectives and pronouns". Entregar C
#1B.
Detalles, C #2A (en casa).
09/15
9. "Miscellaneous words".
09/17
10. "Numerals".
09/19
Repaso. Entregar C #2A.
09/22
PRUEBA #1 (4-10).
09/24
11. "Personal pronouns".
09/26
12. "Le/les and lo/la/los/las". Entregar C #2B.
09/29
13. "Forms of verbs".
10/01
13. "Forms of verbs".
10/03
14. "Use of indicative (non-continuous) verb forms".
10/06
15. "Continuous forms of the verb".
10/08
PRUEBA #2 (11-15). Detalles, C #3A.
10/10
C #3A (en clase).
10/13
16. "The subjunctive".
10/15
16. "The subjunctive".
10/17
17. "The imperative". Entregar C #3B. Detalles, C #4A
(en casa).
10/20
18. "The infinitive".
10/22
19. "Participles".
10/24
20. "The gerund". Entregar C #4A.
10/27
21. "Modal auxiliary verbs". PRUEBA #3 (16-21).
10/29
22. "Personal a".
10/31
23. "Negation". Entregar C #4B. Detalles, C #5A
(en casa).
11/03
24. "Interrogation and exclamations".
11/05
25. "Conditional sentences".
11/07
No hay clase (Homecoming).
11/10
26. "Pronominal verbs".
11/12
27. "Verbs of becoming". Entregar C #5A.
11/14
28. "Passive and impersonal sentences".
11/17
29. "Ser and estar". 30. "Existential sentences".
11/19
31. "Adverbs". Detalles, C #6A (en casa).
11/21
32. "Expressions of time". Entregar C #5B.
11/24
33. "Conjunctions and connectors". PRUEBA #4 (22-33).
11/26
34. "Prepositions".
11/28
No hay clase (Thanksgiving).
12/01
34. "Prepositions". Entregar C #6A.
12/03
35. "Relative clauses and pronouns".
12/05
36. "Nominalizers and cleft sentences".
12/08
37. "Word order". Entregar C #6B.
12/10
38. "Diminutive, augmentative and pejorative suffixes".
PRUEBA
#5 (34-38).
12/12
No hay clase (Reading Day).
LA NOTA DE LA COMPOSICION:
I = Ideas/Contenido = 30%
Selección
de información que se presenta; uso de detalles que apoyan la
tesis;
texto le interesa al/la lector/a.
G = Gramática = 25%
Uso de gran
variedad de estructuras; pocos errores que dificultan la lectura y/o la
fastidian.
V = Vocabulario = 20%
Uso apropiado
y variado según tema, propósito y audiencia.
O = Organización = 20%
Tesis clara;
flujo de ideas es fluido y lógico; mensaje(s) se comunica(n) sin
dificultades.
M = Mecánica = 5%
Faltas de
ortografía,
acentuación, puntuación y/o presentación
según
normas académicas.
CODIGO DE CORRECIONES: (se distribuye en clase).
SPN
6166
TEACHING SPANISH FOR THE PROFESSIONS
[NOTE: This course is
TENTATIVELY
scheduled for Summer B 2005.]
DESCRIPTION: SPN 6166 provides practical training and orientation for graduate students interested in the rapidly-growing field commonly known as "language for the professions." It prepares students to teach the type of courses that are in such great demand at colleges and universities throughout the United States. The focus is primarily on "Business Spanish," but "Spanish for Health Care" (and other professions) will be covered as well. SPN 6166 also addresses important trends and issues pertaining to professional development (e.g., "Languages Across the Curriculum," technology in the classroom, scholarly networking, the job search, and the like). The goal is to give the University of Florida graduate student a competitive advantage as s/he seeks employment with the M.A. or Ph.D. in hand.
REQUIRED TEXTBOOKS:
1. Exito
comercial:
Prácticas administrativas y contextos culturales.
(Doyle,
Fryer and Cere; 3rd edition; Harcourt, 2001).
2. Spanish and
Portuguese
for Business and the Professions (Fryer and Guntermann, Editors;
National
Textbook Company, 1998).
ADDITIONAL READINGS AND SOURCES TO BE CONSULTED: Journal articles, web sites and competing textbooks will complement the aforementioned required texts. For a complete listing, please see the Appendix at the end of this syllabus.
GRADING CRITERIA: The
grade
for SPN 6166 is based on the following components:
-Participation (25%): Due
to the highly interactive nature of the class, the emphasis on oral
presentations,
and the rapid pace implicit in a six-week summer schedule, attendance
is
mandatory. The student will lose one point (to be subtracted from
the final grade) for each day missed.
-Quizzes/Assignments (25%):
Throughout the semester there will be a series of quizzes and
assignments
focusing primarily on (1) concepts and terminology introduced in Exito
comercial, and (2) ideas and questions raised in the complementary
readings and on the various web sites.
-Textbook Review (25%):
During
the second half of the semester, each student will conduct a thorough
review
of a textbook (for a complete listing of potential texts, please
consult
the Appendix). The class, as a group, will create a review sheet
for these texts. This exercise serves to introduce students to
the
wide variety of instructional materials available in this expanding
field.
-Lesson Plan (25%): During
the final week of the semester, each student will present a three-day
lesson
plan for coverage of one chapter from Exito comercial.
Chapters
available for this exercise include those not covered by the instructor
during the first five weeks. The presenter will be the
"instructor,"
while his/her colleagues will play the role of "undergraduate students."
The final grade is based on the
following percentages: A, 90-100%; B+, 87-89; B, 80-86; C+,
77-79;
C, 70-76; etc.
LANGUAGE(S) IN THE CLASSROOM: Both Spanish and English will be used in this course. Class sessions revolving around Exito comercial (including Quizzes, Assignments and Lesson Plans) will be in Spanish. Textbook Reviews will be conducted in Spanish. Discussions of complementary readings and web sites will feature a mixture of Spanish and English, depending on the nature of the materials being analyzed. For example, if an article is written in English, it makes sense to discuss it in English. If a web site includes cultural interviews with business executives, in Spanish, it would be natural to comment in Spanish.
CALENDER:
WEEK I
-Introduction to the course.
-Exito comercial
[EC]:
Preface to the Third Edition & Capítulo 1.
-Spanish and Portuguese for
Business and the Professions [SPBP]: Introduction, Preface
(Part
I), Chapter 1.
-Fryer (see Appendix).
-Tesser (see Appendix).
-Web Sites: Exito
comercial;
CNN en Español (see Appendix).
-Quiz and Assignments.
WEEK II
-EC: Capítulo 2.
-SPBP: Chapters 3 & 4.
-Swaffar (see Appendix).
-Brenes García (see
Appendix).
-Web Sites: Culture Active;
Cultural Interviews with Latin American and Spanish Business Executives;
Spanish for Business and
Economics
(see Appendix).
-Quiz and Assignments.
WEEK III
-EC: Capítulo 3.
-SPBP: Chapters 8 & 10.
-Wieshofer (see Appendix).
-Ryan (see Appendix).
-Melton (see Appendix).
-Johnson (see Appendix).
-Moreland (see Appendix).
-Web Sites: Business
Language
Reference Library; FLAC at Florida (see Appendix).
-Quiz and Assignments.
WEEK IV
-EC: Capítulo 6.
-SPBP: Chapters 16 &
17.
-Klee (see Appendix).
-Barnes-Karol (see Appendix).
-Nichols (see Appendix).
-Create Textbook Review
Guidelines.
-Additional Web Site analysis.
-Quiz and Assignments.
WEEK V
-EC: Capítulo 9.
-SPBP: Preface (Part II);
Chapters 19 & 20.
-Presentation of the Textbook
Reviews.
-Additional Web Site analysis.
-Discuss creation of Lesson Plans.
WEEK VI
-EC, Capítulo 14.
-SPBP: Chapter 7.
-Commonwealth Partnership (see
Appendix).
-Debicki (see Appendix).
-Skinner (see Appendix).
-Presentation of the Lesson Plans.
-Summary of the course.
APPENDIX
Articles:
Barnes-Karol, Gwendolyn.
"Literatures
Across the Curriculum: One View of Spanish From an Undergraduate
Liberal Arts
Perspective."
ADFL
Bulletin 33.3 (Spring 2002). 13-19.
Brenes García, Ana
M.
"Contemporary Spain: Lessons for the Business Spanish Student." Foreign
Language Annals 33
(2000).
421-27.
The Commonwealth
Partnership.
"What You Should Know: An Open Letter to New PhDs." Profession
(1996, MLA).
79-81.
Debicki, Andrew P. "Looking
Back, Looking Forward: Preparing and Inducting Our New
Colleagues."
ADFL
Bulletin 32.2
(Winter
2001).
16-18.
Fryer, T. Bruce. "Training
Teachers of Spanish for Business and the Professions in the 21st
Century."
CIBER
2001: Explorations
in
Business
Language and Communication. San Diego: SDSU CIBER
Press,
2002. 57-67.
Johnson, Roberta. "Foreign
Language Departments as Leaders in Globalization of the Campus." ADFL
Bulletin 29.1
(Fall
1997).
26-27.
Klee, Carol. "Possible
Obstacles
and Impediments to Curricular Change in Foreign Language
Departments."
1998 LAC Workshop,
UNC (Chapel
Hill) Center for European Studies, On-Line Publication.
<www.unc.edu/depts/europe/lac/flacreadings1998.html>
Melton, Judith. "Foreign
Language Interdisciplinary Programs and Alliances: Some
Observations."
ADFL
Bulletin 26.1
(Fall
1994).
19-24.
Moreland, Gregory E. "How
to Initiate, Implement and Institutionalize a '(Foreign) Languages
Across
the Curriculum Program:
The Case of
the University of Florida, 1996-2003." CIBER Conference
presentation
(Miami), April 2003.
Nichols, Geraldine Cleary.
"Spanish and the Multilingual Department: Ways to Use the Rising
Tide." ADFL Bulletin 31.2
(Winter
2000).
39-43.
Ryan, Frank L. and Gail L.
Riley.
"Models of Languages Across the Curriculum." Next Steps for
Languages
Across the
Curriculum:
Prospects, Problems and Promise. Edited by Robert E.
Schoenberg
and Barbara Turlington. American
Council on
Education,
1998.
Skinner, Lee. "MLA
Interviews
from the Candidate's Point of View." ADFL Bulletin 31.1
(Fall
1999).
15-18.
Swaffer, Janet. "Major
Changes:
The Standards Project and the New Foreign Language Curriculum." ADFL
Bulletin 30.1
(Fall
1998).
34-37.
Tesser, Carmen Chaves. "Who
We Are and How They See Us: On Shaping an Image Through the
Other's
Perception."
ADFL
Bulletin
30.2 (Winter 1999). 6-9.
Wieshofer, Ingrid. "The
Humanities
Come Alive: Linking Languages to Other Disciplines." ADFL
Bulletin 27.1
(Fall
1995).
16-19.
Web Sites:
-Business Language Reference
Library
http://marriotschool.byu.edu/gmc/opportunities/BusinessLang/index.cfm
-CNN en Español
http://cnnenespanol.com
-Culture Active
http://www.cultureactive.com/
-Cultural Interviews with Latin
American and Spanish Business Executives
http://www.lamc.utexas.edu/~orkelm/kelm.htm
-Exito comercial
http://exito.heinle.com
-FLAC at Florida
http://web.clas.ufl.edu/users/moreland/flacwebpage.htm
-Spanish for Business and
Economics
http://clear.msu.edu/buslang/spanish/indexspain.htm
Textbooks for Review:
-Brown, M. Carol and Kathleen
S.
Moore. Spanish for Life. Boston: Heinle &
Heinle, 2000.
-Foerster, Sharon, Cynthia
Fraser-González
and Ivonne Mercado. Metas comunicativas para negocios.
New York:
McGraw-Hill,
1998.
-Galloway, Vicki, Angela Labarca
and Elmer Rodríguez. Saldo a favor: Intermediate
Spanish for the World of Business.
New
York:
Wiley, 1998.
-Jarvis, Ana C. and Luis Lebredo.
Spanish
for Business and Finance. 6th edition. Boston:
Houghton
Mifflin, 2000.
-Manny, Karoline J., Julie I.
Abella
and María J. Fraser-Molina. Negocios sin
fronteras:
Intermediate Spanish for Business.
Upper Saddle
River, NJ: Prentice-Hall, 2003.
-Mizrahi, Irene and Gregory B.
Kaplan. Español para negocios: Estudios de casos.
New York: McGraw-Hill, 1998.
-Rush, Patricia and Patricia
Houston.
Spanish
for Business. Upper Saddle River, NJ: Prentice Hall,
2003.
-Rush, Patricia and Patricia
Houston.
Spanish
for Health Care. Upper Saddle River, NJ: Prentice Hall,
2003.
-Woodford, Protase and Conrad J.
Schmitt. Comercio y marketing: Lecturas y vocabulario
español.
New York:
McGraw-Hill,
1997.
Links to
Recommended
Web Sites
*The following may be of interest
to students of Spanish at UF:
FLAC Program (SPN 3224
courses):
http://web.clas.ufl.edu/users/moreland/flacwebpage.htm
UF Department of Romance
Languages
and Literatures: http://web.rll.ufl.edu
UF Language Learning Center: http://www.clas.ufl.edu/llc
UF Little Hall Computer Lab for
Languages:
http://web.clas.ufl.edu/llc/little.htm
Research on Latin American
Topics:
http://lanic.utexas.edu/las.html
Music in Spanish (Latin America,
U.S., Spain):
http://www.batanga.com
General Information in Spanish
(e.g., news, sports, entertainment, contests, etc.):
http://espanol.yahoo.com
http://www.elsitio.com
http://www.yupi.com
http://www.latina.com
http://www.sportsya.com
http://www.mexico.com
Study Abroad:
-UF: http://www.ufic.ufl.edu
-ISA: http://www.studiesabroad.com
Newspapers:
-CLARIN (Argentina): http://www.clarin.com/
-EL MERCURIO (Chile): http://www.mercurio.cl
-EL TIEMPO (Colombia): http://www.eltiempo.com
-LA JORNADA (México):
http://unam.netgate.net/jornada
-EL PAIS (España): http://www.elpais.es
Photo Album: México, Argentina, España, Puerto Rico
Guanajuato
WHY YOU SHOULD STUDY
SPANISH
HERE:
*CLIMATE: The picturesque city lies at 6,000 feet above sea level, surrounded by mountains. No humidity! Perfect place to live and study during the summer!
*ARCHITECTURE: Guanajuato has been designated "Patrimonio de la Humanidad" (by the UN) in recognition of its preservation of historical monuments, some dating back to the 17th century.
*CULTURE: The city annually hosts the world-renowned Festival Cervantino, featuring a wide variety of cultural events. Plays, concerts, movies, parades and dance festivals occur year-round.
*ACADEMICS: Home of the Universidad de Guanajuato (UG), with an enrollment of some 20,000 students. One of Mexico's oldest and most prestigious academic institutions.
*COURSES: Advanced-level classes taught by UF and UG faculty, with easy transfer of credit to UF. This program greatly facilitates progress toward the Major/Minor in Spanish.
*FUN: Active night life, typical of a university town. Numerous local and national excursions, including weekend visits to Querétaro, Michoacán, and FIVE-day stay at a beautiful hotel on the beach in Puerta Vallarta, on the Pacific Coast.
*HOME STAYS: Live with friendly Mexican families. Room and board, including 3 meals a day and laundry once a week, all included in the program fee.
*COST: Great value for the program fee, which also covers all excursions, UF tuition, the UFIC administrative fee, medical insurance, internet access, tutorial assistance, and ground transportation to and from the airport. In addition, the dollar is quite strong in relation to the peso. Therefore, Mexico is considerably less expensive than Europe.
*QUESTIONS? Please contact Dr. Greg Moreland, Undergraduate Advisor in Spanish, 240 Dauer Hall, 392-2016 x240, moreland@rll.ufl.edu
Dr. Moreland teaches one of the courses offered in Guanajuato. In the past, it has been SPN 3442, "Marketing and Advertising in the Spanish-Speaking World." In Summer A 2005, it will be a new course, SPN 3930, "Pop Culture in the Spanish-Speaking World: Magazines, Movies, Music and More."
And while in Mexico, you could
take
some time to see the sites shown in the photographs below.
Guanajuato
is approximately five hours (by bus) from Mexico City...
LIBRARY, UNAM, MEXICO CITY
MEXICO CITY
PLAZA DE LAS TRES CULTURAS,
MEXICO
CITY
TEOTIHUACAN
AVENIDA 9 DE JULIO, BUENOS AIRES
CASA ROSADA, BUENOS AIRES
1986 WORLD CUP CHAMPIONS!!!
BUENOS AIRES
SALAMANCA
AVILA
PLAZA DE ESPANA, MADRID
(Don Quijote & Sancho Panza; Monumento al Descubrimiento de América; Plaza Hotel)
MONUMENT TO EUGENIO MARIA DE
HOSTOS,
SAN JUAN BACK
TO TOP
